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DC Field | Value | Language |
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dc.contributor.author | Cutajar, Elisa | - |
dc.contributor.author | Zammit, Isabelle | - |
dc.contributor.author | Vassallo, Nadia Maria | - |
dc.date.accessioned | 2024-01-19T14:11:09Z | - |
dc.date.available | 2024-01-19T14:11:09Z | - |
dc.date.issued | 2023-12 | - |
dc.identifier.citation | Cutajar, E., Zammit, I., & Vassallo, N. M. (2023). An inquiry on the effects of the social emotional learning in the health and social care classroom. Malta Review of Educational Research, 17(2), 59-77. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/117681 | - |
dc.description.abstract | Social Emotional Learning focuses on nurturing lateral thinking skills that help the individual gain a deeper understanding of their emotions and its impact on others. This study introduced a Social Emotional Learning programme to a group of ten students, aged fourteen to fifteen years, studying Health and Social Care as a Vocational Education and Training subject. The programme utilised is targeted to help students: recognise emotions in self or others; understand the causes and consequences of emotions; label emotions accurately; express emotions appropriately; and regulate emotions effectively. This is done by teaching specific tools within a programme: the “Charter” that helps establish class rules; the “Mood Metre” that teaches understanding of emotions; and the “Meta Moment” that helps with identifying the emotional triggers and the “Blueprint” that helps in conflict resolution. These social and emotional learning skills were covered over three months. The effectiveness of these sessions was investigated. Data were collected from three sources using an action research framework, an ongoing reflective journal by the researcher, observations by a critical friend and the pre- and post-implementation of a strengths and difficulties questionnaire administered to the students. Thematic analysis revealed positive outcomes. The implications of social emotional learning within the vocational classroom are discussed. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | University of Malta. Faculty of Education | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Affective education | en_GB |
dc.subject | Social learning | en_GB |
dc.subject | Emotional intelligence | en_GB |
dc.subject | Education -- Social aspects | en_GB |
dc.subject | Lateral thinking | en_GB |
dc.title | An inquiry on the effects of the social emotional learning in the health and social care classroom | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.publication.title | Malta Review of Educational Research | en_GB |
Appears in Collections: | MRER, Volume 17, Issue 2 MRER, Volume 17, Issue 2 |
Files in This Item:
File | Description | Size | Format | |
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MRER17(2)A4.pdf | 345.9 kB | Adobe PDF | View/Open |
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